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Using an institutionalist lens, this study aims to identify factors that influence the knowledge sharing behaviour of volunteers engaged in collaborative, cross-cultural and project-focussed development work.

Following an inductive research design, the authors conducted a thematic analysis of interviews with volunteers to explore the practicalities of knowledge sharing in the context of development aid projects and to examine contributing factors, such as personality, motivations, experience and variations in team members’ understanding of the nature and objective of projects.

Through exploring the experiences of volunteers working on cross-cultural development aid programmes, the authors identify and discuss the ways in which the preparation of volunteers and the structuring of project work is shaped by managerialist modes of thinking, with an emphasis on the creation of an environment that is conducive to sustainable knowledge sharing practices for all stakeholders involved.

The examination of volunteer development work tendency towards institutional isomorphism is a novel contribution intersecting the areas of knowledge sharing in the project, volunteer-led and culturally diverse environments.

This study aims to illuminate the currently poorly understood inflow of knowledge originating from project managers across the value chain of construction projects. The primary purpose is to identify the domains of knowledge that project managers’ need to share in their management activities, the skills they need to develop in their sharing practices and how these relate to each other across different phases of a construction project.

Knowledge domains, skills and the relationships between them were identified following an inductive methodology, a combination of grounded theory and case study, and through the analysis of semi-structured interviews with 21 project managers and participants within a single construction project.

The outcome is a novel framework that theorizes the dynamic interplay between knowledge domains and the skills that facilitate knowledge sharing (KS) for successful project work throughout the construction project.

The combined effects of task heterogeneity, knowledge interdependencies and temporariness require paying increased attention to how knowledge domains and KS skills impact project performance. This paper addresses gaps in developing an integrative understanding of the nature of the domains of knowledge that need to be shared in a project context, the key skills contributing to KS and more importantly, how they evolve and are interpreted and reinterpreted throughout the project and assist KS practice in projects.

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs).

Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding.

The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers.

The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.

Focusing on the specific context of two European old industrial regions – South Yorkshire (UK) and North Region of Portugal – this paper aims to identify and conceptualise a set of relational capabilities that business leaders perceive to play a key role in industrial rejuvenation.

A qualitative research design operationalised via case studies was followed for the empirical analysis. Data collection was developed through in-depth interviews with managing directors in small and medium-sized enterprises (SMEs) belonging to the metal and engineering industry and the textile and footwear sectors in the two old industrial regions. Data analysis followed the techniques of data categorisation, within case-analysis and cross-case analysis.

The study identifies relational capabilities that firms use to identify, access and leverage new knowledge: frequent meetings with customers; frequent meetings with suppliers; dialogue with government to influence policy that encourages research and technology transfer; partnership actions for the commercialisation of products and services; active membership with sector associations; immersion in science and technological parks; intentionally establishing links with entrepreneurship-supporting entities; human resources development by technical training institutions; and systematic links with the University. The relational capabilities identified require structured communication processes and alliance management practices to enable and support absorptive capacity and learning in inter-organisational networks.

The relational capabilities identified can help position regions in specific markets and value chains, contribute to improving regions’ internal and external connections and assist in combining regions’ strengths to create industrial capability in high-growth-potential areas.

This paper highlights the role of relational capabilities as a way to secure access to knowledge and competencies needed for firms’ innovation and avoidance of competency traps. This is particularly relevant in the context of European smart specialisation policy, where key regional stakeholders collectively engage in the identification of areas of competitive strength, enhanced coordination and strategic alignment of resources. The study is not without limitations, as findings are based on case studies of SMEs operating in the manufacturing industry and the analysis of relational capabilities is focused on knowledge novelty.

The study aims to understand the nature of traditional knowledge by examining how it is used and reinvented in the context of Xochimilco in Mexico City.

The paper is based on field site visits and focus group interviews.

Traditional knowledge was being reinvented in two contrasting ways. One was based on heritage tourism drawing on syncretism between Aztec and Spanish culture in the formation of Xochimilco. The other was agro-ecological focussed on traditional farming practices on the chinampas, their productivity, their ability to sustain biodiversity and their link to social justice. There were some common elements, such as a passionate concern with retaining a valued past in the face of growing threat.

Traditional knowledge is often seen as a static heritage, under threat. But it also has the potential to be a fertile source of strong identities and sustainable practices.

The paper helps to conceptualise the dynamic character of traditional knowledge.

Drawing on theories pertaining to knowledge sharing, ageing at work and human resource practices for ageing workers, this article explores knowledge sharing challenges arising from the interaction between an increasingly ageing workforce and younger employees.

Contextually, the authors focus on China, where the pace of demographic transformations offers a unique opportunity to investigate knowledge sharing practices in their socio-economic context. Empirically, the authors analyse knowledge sharing behaviours and practices of retail banking professionals in a Chinese big four bank.

The encouragement of knowledge sharing between younger and older workers should be incorporated into organisations' human resource strategies. The availability of development, maintenance, utilisation and accommodative human resource practices signals to older workers that they are valuable and are worth investing in.

The authors’ contribution to theory and practice is twofold: starting with the identification of perceived knowledge sharing challenges, the authors’ analysis offers important contextually grounded insights into what types of managerial practices are relevant in eliciting successful knowledge sharing within organisations faced with an ageing workforce.

In a context of growing policy pressures to increase the societal impact of Higher Education Institutions (HEI), open access to research data has gained increased significance, in spite of the limited availability of standard procedures and protocols, particularly in the engineering disciplines. In this article, we explore how engineering researchers' engagement with such external environment pressures impacts the conventional dimensions of engineering research work, and how engineering researchers within engineering HEI resolve potential tensions and make sense of their research data sharing practices.

We use an institutional logics theoretical perspective to qualitatively examine research data sharing behaviours of researchers in Norway and the UK as leading engineering research centres, through the use of policy analysis and narrative interviews.

The findings indicate that research data sharing behaviours are heavily mediated by institutional rules and rationalities that inform researchers' attitudes, but the logics that prize openness and sharing co-exist with logics that favour control and self-interest.

Our findings suggest that logics-specific variations in engineering researchers' identities and goals are of paramount importance to policymakers, research funders and academic leaders striving to support HEI in their efforts to augment the societal impact of research.

The purpose of this paper is to increase understanding of employee information security awareness in a government sector setting and illuminate the problems that public sector organisations in a developing context face when seeking to establish an information security awareness programme.

An interpretive research design was followed to develop an empirically enriched understanding of information security awareness perceptions, aspirations, challenges and enablers in the context of Saudi Arabia as a developing country. The study adopts a single-case study approach, including face-to-face interviews with senior employees, as well as document analysis.

The paper theorises the importance of individual information security awareness, knowledge and behaviour and identifies a number of facilitating conditions: customisation to employee and organisational needs, interactivity, innovation, frequency, integration of both electronic and physical learning resources and rewarding the acquisition of in-depth security-related actionable knowledge.

This study is one of the first to examine information security awareness as a socio-technical process within a government sector organisation in a developing country context.

This paper aims to identify and conceptualize a set of relational capabilities that school libraries in the Alentejo region of Portugal develop for acquiring new knowledge that exists externally in the wider community.

A qualitative research design operationalized via case studies was followed for the empirical analysis. Empirical findings are based on the analysis of the 84 narrative reports submitted by school libraries as part of a national performance evaluation exercise that took place between 2010 and 2012. Data analysis followed the techniques of inductive data categorization, within case-analysis, and cross-case analysis.

The exploration of the relational capabilities that school libraries in the Alentejo region of Portugal develop for acquiring new knowledge that exists externally in the community resulted in the identification of relationships that school libraries in the region have established to acquire new knowledge: connecting with and supporting organizations committed to civic engagement; facilitating discussions about challenging issues through strategic partnerships; convening community conversations to identify shared concerns and solutions; and embracing local culture to foster endogenous development.

The ability to seek and recognize the value of new and external knowledge, assimilate it and apply it to organizational ends has been traditionally linked to the concept of absorptive capacity. While absorptive capacity literature in business settings is prolific, literature that focuses on school libraries’ ability to identify and explore external knowledge and applying it to improve their performance is scarce. Focusing on the specific context of the Alentejo region of Portugal as an archetypical rural area, this paper identifies how knowledge existing externally in the community is absorbed by rural school libraries through specific relational capabilities that reflect school libraries’ community orientation and engagement in participatory processes that develop social resilience.

The purpose of this paper is to present the results of an exploratory study that investigates Portuguese academics’ conceptions concerning the temporal properties of e-learning, in the context of traditional Higher Education Institutions.

Grounded Theory methodology was used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding. Data collection and analysis developed until theoretical saturation was reached.

Emergent academics’ conceptions concerning the temporal properties of e-learning indicate the existence of unregulated and unaccounted for dynamics, which are a direct consequence of transitioning from campus-based lecturing to teaching online using the affordances of virtual learning environments. This transition produces disruptions to established workload metrics and work patterns, as well as conflicts with dominant modes of instructional delivery that are not synchronised with the demands of online interaction and immediacy.

This paper is valuable to e-learning strategists and administrators. An understanding of the temporal properties of e-learning as perceived by academics provides actionable knowledge that is directly applicable to the design of suitable work arrangements, normative frameworks and e-learning practices that address perceived time-related barriers. To mitigate the time-related conflicts and disruptions identified in the study the authors suggest the establishment of university-wide norms of virtual presence and the implementation of temporal protocols to sustain the productive engagement between instructors and learners.